Main Aims

To provide fluency speaking practice in a conversation in the context of hopes and dreams

Subsidiary Aims

To provide spoken practice of words related to their hopes and dreams

To provide gist listening practice using a text about my hopes and dreams

Procedure (44 minutes)

Warmer/Lead-in (4 minutes) • To set lesson context and engage students

Show images of the famous people from the earlier lesson and elicit what they have in common.
What do these people have in common? They are famous
Were they always famous? No
What helped them get famous? Hopes and dreams
"Today we will talk about hopes and dreams." Write "talking about hopes and dreams" heading on WB
What are hopes? Hopes are something you want to happen
What are dreams? (Dreams are something that you have while you sleep, but also) something that you have wanted very much to do, be, or have for a long time.

Exposure (7 minutes) • To provide a model of production expected in coming tasks through reading/listening

Tell the students about my hopes and dreams. (read the transcript)
When I was young...
CCQ's
What was this about? (My hopes and dreams)
What was my dream?
What are my hopes for the future?

Get a strong student to help model a conversation like this:
Me: When I was young, I wanted to be a garbage man because riding on the truck looked fun. And I wanted to explore the world...
What about you?
Them: (tell me about one of their hopes and dreams)
Instructions: Ss will tell another S what their hopes and dreams were when they were young. After 2.5 minutes they trade roles. After another 2.5 minutes, they will switch partners and repeat the activity.
Use my phone as a stopwatch. Everyone gets a piece of chocolate to start, but if they stop speaking, they lose it.
Monitor and do immediate error correction if necessary, also take note of common words mispronounced.

After another 5 minutes they will switch partners again, this time they will tell their partner what their current hopes and dreams for the future are.
After 5 minutes they will switch, then they will repeat the last exercise once more.

Feedback and Error Correction (7 minutes) • To provide feedback on students' production and use of language